Disruption is an interesting topic for the same reason that cowboys, gangsters, and villains are interesting. It’s unpredictable. Problematic. Against the grain.

It’s kind of aging as a buzzword in the “education space,” but it’s other-worldly powerful, and there are few things education needs more. How exactly it produces change is less clear, but I thought I’d create a model to think about. First, a quick preface. The iconic vision of disruptive innovation comes from Clayton Christensen, who uses the term to “describe a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.”

“Companies pursue these “sustaining innovations” at the higher tiers of their markets because this is what has historically helped them succeed: by charging the highest prices to their most demanding and sophisticated customers at the top of the market, companies will achieve the greatest profitability. However, by doing so, companies unwittingly open the door to “disruptive innovations” at the bottom of the market. An innovation that is disruptive allows a whole new population of consumers at the bottom of a market access to a product or service that was historically only accessible to consumers with a lot of money or a lot of skill.”

I usually think of disruption as any change that forces itself substantially on existing power sets. This force causes transfer–a redistribution of something–market share, money, credibility, knowledge, or something we collectively value. Here, in this literal re-vision (seeing again) and neo-vision (seeing new), is where enduring learning innovation can be born.

The data we have about trends in student engagement are worrisome. A 2015 Gallup poll of more than 800,000 students nationwide in grades 5 through 12 found that, while 50% of all the students polled reported feeling engaged at school, fully 29% of students overall reported not feeling engaged, and an alarming 21% reported feeling actively…

Mary Perfitt-Nelson's insight:

What do we know about student engagement, nationally? What can we do to impact it as educators?

It is not the classroom that is engaged. It is the people, teachers and students, gathered together. John Dewey contended a good teacher created an inviting space to have conversations about what is being learned. Think of curriculum as a complicated and fluid conversation and not a set of fixed outcomes.

This report presents results from the 2015 Gallup Student Poll survey conducted nationwide in America's schools with more than 900,000 students in grades five through 12. A total of 3,300 schools participated in the 2015 Gallup Student Poll, representing over 550 unique school districts across 46 states.

Mary Perfitt-Nelson's insight:

Great report with much data to chew upon. Only 50% of our kids would call themselves ENGAGED IN SCHOOL! : (

At the beginning of a school year, I had a student named Michael (not his real name) who had some issues the previous year, so I decided to welcome him outside the school before he even walked in. ...

Mary Perfitt-Nelson's insight:

Strengths based is the way to go.........building a tribe in your classroom starts with your relationship.

'We always talk about “managing” people or students, but you manage “stuff”, not humans. Instead of trying to “fix” a behaviour, it is important to tap in and try to unleash what people already have. '

Strengths based is the way to go.........building a tribe in your classroom starts with your relationship.

'We always talk about “managing” people or students, but you manage “stuff”, not humans. Instead of trying to “fix” a behaviour, it is important to tap in and try to unleash what people already have. '

Understanding the basics of the Cognitive Load Theory and applying them to your instructional design is an absolute must, particularly if you want your learners to get the most out of the eLearning course you are creating. This guide will offer you a detailed look at Cognitive Load Theory, including how it can be applied in learning settings. Check the Cognitive Load Theory and Instructional Design article and presentation to find more.

"Cognitive Load Theory suggests that learners can absorb and retain information effectively only if it is provided in such a way that it does not “overload” their mental capacity. In other words, our short term memory, or working memory, can only retain a certain amount of information simultaneously (rather than an infinite supply of data). "

I teach theory and practice of social media at NYU, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for Internet censor, but I have just asked the students in my fall seminar to refrain from using laptops, tablets and phones in class.

Mary Perfitt-Nelson's insight:

This is the most convincing argument "against" that I've seen yet. I would add, though, that Shirky's style is one of collaborative inquiry where participation, discussion are the norm. " I’m coming to see student focus as a collaborative process. It’s me and them working to create a classroom where the students who want to focus have the best shot at it, in a world increasingly hostile to that goal."

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